Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

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Assessment in mathematics education: responding to issues regarding methodology, policy, and equity (2018, background): “What should a ‘good’ test look like, and what should it assess? Many of the unresolved issues that have emerged over the past decade (e.g. Black and Wiliam 2005; Kaiser et al. 2017; Niss 2007; Suurtaam et al. 2016) still remain unanswered.”
What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views (2018, methodology): “They might be argued to have been represented in the discourses of different movements of thought such as cognitive approaches and situated approaches (see Kaiser et al., 2017), as well as other discourses.”
Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “2018), as well as interpretation and decision-making (Kaiser et al. 2017), is situation-specific.”